颠覆时代的领导:对评估的关注

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2021-04-20 DOI:10.1080/13632434.2021.1887643

A. Harris, Michelle Jones

引用次数: 3

摘要

尽管很多人都期待新的一年会好得多，但2021年一开始就有种似曾相识的感觉。在许多国家，老师们在1月初欢迎学生，但随着COVID - 19病毒重新肆虐……

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.